[social_share/] [social-bio] In my last post, I wrote about objectives and the value of pausing in the “everyday” experiences of learning. In a lesson, one place to really pause and pay attention is during the pre-assessment. This is the part of the lesson when instructors can assess what students already know and where students contribute…
[social_share/] [social-bio] When planning to teach, I like to create an overall road map that helps me discern not only where I’m headed but reminds me of where I’ve been and the places I stopped or struggled along the way. Let’s face it, almost all teachers have some degree of “content-itis.” We love information, and…
[social_share/] [social-bio] In my previous post, I used the analogy of an opening scene (Footloose) to illustrate the role that the bridge-in plays in setting up expectations for further learning. To plan and facilitate active learning, I use a BOPPPS lesson plan template that I’ve modified slightly from resource provided through the Instructional Skills Workshop…
[social_share/] [social-bio] Most teachers use the bridge-in as a means to introduce their lessons in an engaging way, build capacity and motivation to learn, or garner students’ attention or interest. I view the bridge-in as an opportunity for students to actively learn and participate in my class. This post builds on Carolyn’s analogy that the…
[social_share/] [social-bio] This post was originally published on the GSR 989: Philosophy and Practice of University Teaching blog on February 28, 2014. I’ve been thinking a lot lately about the course syllabus and the impression it gives students on our first day of class. Personally, I like to think of the syllabus as a map…
[social_share/] [social-bio] With Susan Bens Some time ago our Centre received a suggestion to tailor one of our increasingly known and appreciated Course Design Institutes specifically for those aiming to incorporate community-engaged learning. A team of us came together to begin that process and it’s fair to say we struggled to find our footing. After a…
[social_share/] [social-bio] In preparing to teach about active learning methods this week, I came across an interesting variation of think pair share developed by Johnson, Johnson, & Smith (1991) called Formulate Share Listen Create. If you aren’t familiar with it, the think pair share is a versatile activity that can be done in many creative…
[social-bio] Most of us dread, or at the least, have mixed feelings about receiving feedback on our teaching, especially from standardized course evaluation tools such as the Student Evaluation of Educational Quality instrument (SEEQ). However, many new insights may be gained by continuously reflecting on our actions as teachers and by opening ourselves up to…
[social-bio] As the academic term draws to a close and after my marking is complete, I find myself looking back over the semester, determining which learning activities went well and why, the teaching goals I set forth for myself, where I succeeded and fell short, and what I should do differently the next time I…
[social-bio] The Book: Heath, C. and Heath, D. 2008. Made to stick: Why some ideas survive and others die. New York: Random House Why do we remember certain things, like the scary music from the movie Jaws, but forget others, like the name of that theory we learned in economics class years ago? Why is…